Overview of key changes to GCSE French, German and Spanish Subject Content

 I was asked to give a brief summary of  the key changes between the GCSE MFL Subject Content 2015, and the GCSE French, German and Spanish  Subject Content 2022.  I hope this helps.

 Based on overview grid comparing structure of Subject Content document – see end.

Aims

2015: Based on GCSE common approach across subjects to allow students to show what they know, understand and can do.  It is significant that the word ‘learning outcomes’ is included as the focus is on Communication SKILLS (the ‘can do’) and a description of the range of comprehension/expression which is expected. This allows students of all abilities to experience success and get credit for being able to convey and receive messages, even if they do not know and understand every aspect of vocabulary and grammar involved in the stimulus or indeed in what they produce.

Note:  native speakers do not always know and understand grammatical features, but can communicate. 

2022: Although the aim has been retained to ‘communicate for authentic purposes’, the detail of the subject content does not match this aim.  The content is based on a ‘knowledge curriculum’. Students expected to know words, grammar and phonics and constraints on selection of vocabulary will severely compromise the chance to provide ‘authentic purposes'.  The aims do not break down the range of outcomes which the GCSE covers.

Subject content

2015:

Explicitly requiring content to reflect aims and purposes.  Linked with the outcomes, the content allows students to be able to demonstrate what they can do [skills] in authentic situations.  Requirement to include three broad themes, thus ensuring preparation for a range of situations which match the aims  a.identity and culture,  b.local, national, international and global areas of interest, c.current and future study and employment.  AO has flexibility within these themes.

 2022: Sets out rigid requirements for knowing and understanding vocabulary, grammar and sound spelling correspondences.  Omits mentions of strategies within skills.  Requirement (added after outcry at removal of themes) to identify a limited number of broad themes or topics with relevance to the countries or communities where the language is spoken. Themes not specified.  AO has very limited flexibility regarding themes because of word limits and selection imposed.  (85% high frequency from limited range of sources unrepresentative of student language and experience)

 Vocabulary + Grammar

 2015: No requirement for a word list, but if included, a requirement that it is not comprehensive (students expected to be tested on inference in the exam).  Grammar in line with requirements from previous GCSEs, and includes ‘receptive only’ element in both F + H tiers.

 2022: Requirement for specified length , comprehensive vocabulary list (though allowing for word families with regular features to be tested).  Strict constraints on provenance and nature of the list.  (85% from top 2000 of a frequency corpus).  Grammar requirements more fully described.  Slight changes which overall may appear to reduce demand, but since knowledge of vocab and grammar is the subject aim (as opposed to what you do with that knowledge) there will probably be a much greater demand on accuracy in speaking and writing.

 Question types

 2015: Constraints on use of English to test comprehension and prompt productive tasks

2022: Comprehension questions and task stimulus will be in English.

  Assessment tasks

 (NB this should never have been on the DfE remit.  Ofqual subject conditions impose common constraints, but based on subject content.)

 2015: Requirements for what the students have to do in an exam are explicit in the ‘scope of study’ section – the  skills required (e.g. ‘ take part in short conversations’ – ‘identify overall message’ – ‘draw inference’ and explicit regarding the stimulus / source –( range of contexts, length, authentic, themes.)

 2022: Since skills are not referenced (no outcomes) there is no  reference as to how students should demonstrate their knowledge, with the exception of speaking and phonics:

SPEAKING:

undertake role play(s), including asking and answering questions, simulating a context such as a social conversation, where instructions about what to say are unambiguous; talk about one or more visual stimulus/stimuli, such as (connected) photographs or pictures, and extend this conversation into a short unprepared interaction.

Since SCC is part of the subject content, it must be tested. It is not left to the AO to decide how to do this.  These tasks are required:

1. read aloud a short written text and undertake a short unprepared conversation relating to the text;

2. Undertake dictation of short, spoken extracts (including some vocabulary from outside the vocabulary list) with credit for accurate spelling

Introduction 1 sets out knowledge skills + understanding Subject aims and learning outcomes 2- [=5] communicate, horizons 3 - Communication skills[ = 5]  [+ confident - coherent - spontaneous - fluent - knowledge about how the language works - enrich vocab to increase independent use + understand extended language in a wide range of context - rich range of authentic spoken and written material incl literary texts - links to rest of curriculum - prep for employment - repair strategies Subject content 4- specified topics [12] 5 - content must reflect aims and purposes Prior learning 6 [=2] build on KS2 + 3 Contexts and Purposes [= partially 5+8, 7a, 8, 9a, 9b, 12] Scope of study 7 Listening: understand and respond[=9b] Speaking: communicate and interact in speech [9e] Reading: understand and respond[9a] Writing: communicate in writing [9c+d] Use of assessed language in questions and rubrics[11] Grammar requirements[21] Appendices for each language

Introduction 1, sets out knowledge skills + understanding 2, [=6] build on KS2 + 3 3 NEW Frequency+ Productive.. Subject aims 4- [partially 3: communication skills, purposes NEW: subjects which interest them 5- [=2] communicate for authentic purposes, horizons [=partially context and purposes] 6 [=3 BP6] Subject content 7 a-c enable to learn / know vocab, grammar phonics [use + apply - no contexts given] 8 [=partially context and purposes] Both receptive + productive, range of context, wide social range, move between En/TL 9a = 7/R No strategies b = 7/L No strategies (incl write to dictation) c = 7/W lexically and grammatically accurate + d translate vocab / short sentences / texts] e = 7/S Read aloud + answer qs on text: R/S/L Role play Photo card 10 [=7/S + 7/W] 11 = Use of assessed … 12-20  [=4] specified vocabulary [=5] ref 5-8 above. Instruction re: vocab but no list/ -20 Grammar 21-24 Grammar content - No receptive Annex